In Chapter 4, Pitler et al. (2007) discusses how providing students with formative assessment feedback about particular learning goals significantly increases their opportunities to improve their practice and mastery. The authors refer to McREL’s research to establish four generalizations: Generalizations
Feedback should be corrective in nature.
Feedback should be timely.
Feedback should be specific to a criterion.
Students can effectively provide some of their own feedback.
In addition, they provide three recommendations. Recommendations
Use criterion-referenced feedback.
Focus feedback on specific types of knowledge.
Use student-led feedback.
The authors go on to state immediate feedback during the learning process is most effective, and technology helps not only teachers but multiple reviewers provide this necessary support almost instantaneously. They identify the technology resources as word processing applications, data collection tools, Web resources, and communication software. Word Processing Applications In Microsoft Word, Pitler et al. (2007) recommends having students use the Track Changes and Insert Comments features to “give and gather student-led feedback” (p. 42) and the Flesch-Kincaid Readability Scale and the built-in thesaurus in Microsoft Word to work on word choice and variation, stating these options “help students approach the feedback and revision process as an engaging, game-like challenge” (p. 44). The features are located in the Review menu of Microsoft Word 2010 and the View menu in previous versions. To get to the Flesch-Kincaid Readability Scale click on “Spelling & Grammar” and then “Options”. Data Collection Tools The authors acknowledge the monumental challenge for a single teacher of providing every student in all their classes with immediate feedback, and they suggest investing in classroom response systems and grading software, citing specific options. They explain classroom response systems use a multiple choice format, which can reflect all levels of Bloom’s Taxonomy and have students use “clickers” to collect their answers. Pitler et al. (2007) points out this method helps students overcome the anxiety of “looking stupid” or the likelihood they will select a response based on their peers’ answers. This method also provides teachers with reports that help guide their instructional choices. In addition, the authors discuss grading software like MyAccess! that evaluates student essays and projects and can help improve students’ skills and increase their time devoted to their learning. Web Resources Pitler et al. (2007) explains online quizzes, games, and simulations emphasize the 21st- century skills of problem solving, collaboration, and critical thinking and give students immediate feedback in an entertaining way that they can repeat as many times as they need to practice for mastery of a skill. They provide a number of online resources for math and a couple, like BBC Skillswise that cater to multiple subjects. Communication Software The authors state, “Communication software, such as blogs, wikis, e-mail, instant messaging (IM), and video conferencing, can provide timely, interactive, and criterion-based feedback to students” (Pitler et al., 2007, p. 53). They suggest students should be taught their school district’s acceptable use policy and go on to discuss how to use each kind, pointing out teachers can allow only certain users and monitor student contributions.
Pitler, H., Hubbell, E. R., Kuhn, & M., Malenoski. (2007). Providing Feedback. In UsingTechnology with Classroom Instruction that Works (41-58). Alexandria, Virginia: Association for Supervision and Curriculum Development.
In Chapter 4, Pitler et al. (2007) discusses how providing students with formative assessment feedback about particular learning goals significantly increases their opportunities to improve their practice and mastery. The authors refer to McREL’s research to establish four generalizations:
Generalizations
- Feedback should be corrective in nature.
- Feedback should be timely.
- Feedback should be specific to a criterion.
- Students can effectively provide some of their own feedback.
In addition, they provide three recommendations.Recommendations
- Use criterion-referenced feedback.
- Focus feedback on specific types of knowledge.
- Use student-led feedback.
The authors go on to state immediate feedback during the learning process is most effective, and technology helps not only teachers but multiple reviewers provide this necessary support almost instantaneously. They identify the technology resources as word processing applications, data collection tools, Web resources, and communication software.Word Processing Applications
In Microsoft Word, Pitler et al. (2007) recommends having students use the Track Changes and Insert Comments features to “give and gather student-led feedback” (p. 42) and the Flesch-Kincaid Readability Scale and the built-in thesaurus in Microsoft Word to work on word choice and variation, stating these options “help students approach the feedback and revision process as an engaging, game-like challenge” (p. 44). The features are located in the Review menu of Microsoft Word 2010 and the View menu in previous versions. To get to the Flesch-Kincaid Readability Scale click on “Spelling & Grammar” and then “Options”.
Data Collection Tools
The authors acknowledge the monumental challenge for a single teacher of providing every student in all their classes with immediate feedback, and they suggest investing in classroom response systems and grading software, citing specific options.
They explain classroom response systems use a multiple choice format, which can reflect all levels of Bloom’s Taxonomy and have students use “clickers” to collect their answers. Pitler et al. (2007) points out this method helps students overcome the anxiety of “looking stupid” or the likelihood they will select a response based on their peers’ answers. This method also provides teachers with reports that help guide their instructional choices.
In addition, the authors discuss grading software like MyAccess! that evaluates student essays and projects and can help improve students’ skills and increase their time devoted to their learning.
Web Resources
Pitler et al. (2007) explains online quizzes, games, and simulations emphasize the 21st- century skills of problem solving, collaboration, and critical thinking and give students immediate feedback in an entertaining way that they can repeat as many times as they need to practice for mastery of a skill. They provide a number of online resources for math and a couple, like BBC Skillswise that cater to multiple subjects.
Communication Software
The authors state, “Communication software, such as blogs, wikis, e-mail, instant messaging (IM), and video conferencing, can provide timely, interactive, and criterion-based feedback to students” (Pitler et al., 2007, p. 53). They suggest students should be taught their school district’s acceptable use policy and go on to discuss how to use each kind, pointing out teachers can allow only certain users and monitor student contributions.
Pitler, H., Hubbell, E. R., Kuhn, & M., Malenoski. (2007). Providing Feedback. In UsingTechnology with Classroom Instruction that Works (41-58). Alexandria,
Virginia: Association for Supervision and Curriculum Development.